The Relationship between Interlocutor Type and Learner Proficiency Level in L2 Feedback Sequences
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The native speaker and non-native speaker interlocutors were compared in terms of their discourse behavior during the interaction with the adult EFL learners of high and low level,in the framework of Swain's (1985, 1995) output hypothesis. According to Swain's output hypothesis, the interlocutor's role for second language learning is to push the learners to produce the better output by providing the negative feedback to the erroneous output of the learners so that the learners take up their feedback and modify their output. Such feedback and uptake sequence has been proposed to promote attention to the language form which in turn drives the second language acquisition. In order to examine whether the amount of feedback and uptake is affected by the type of interlocutor and/or learner's proficiency level, sixteen stories were told by the four learners to the two interlocutors, one NS and one NNS. Overall, there was no difference between the two interlocutors in terms of the learners' total output production, the percentage of erroneous production, the percentage of the interlocutor's feedback to the erroneous production, and the percentage of uptake among the feedback. However, to the high level learners, the NNS interlocutor was the better provider of feedback and the better elicitor of uptake. Self-repair was also produced more with the NNS interlocutor by the high level learners. It was concluded that the NNS interlocutor is at least not less beneficial than the NS counterpart and even better to the high level learners in contrast to the general attitude of the EFL learners, which shed promise for the larger scale future study.
Abstract
The native speaker and non-native speaker interlocutors were compared in terms of their discourse behavior during the interaction with the adult EFL learners of high and low level,in the framework of Swain's (1985, 1995) output hypothesis. According to Swain's output hypothesis, the interlocutor's role for second language learning is to push the learners to produce the better output by providing the negative feedback to the erroneous output of the learners so that the learners take up their feedback and modify their output. Such feedback and uptake sequence has been proposed to promote attention to the language form which in turn drives the second language acquisition. In order to examine whether the amount of feedback and uptake is affected by the type of interlocutor and/or learner's proficiency level, sixteen stories were told by the four learners to the two interlocutors, one NS and one NNS. Overall, there was no difference between the two interlocutors in terms of the learners' total output production, the percentage of erroneous production, the percentage of the interlocutor's feedback to the erroneous production, and the percentage of uptake among the feedback. However, to the high level learners, the NNS interlocutor was the better provider of feedback and the better elicitor of uptake. Self-repair was also produced more with the NNS interlocutor by the high level learners. It was concluded that the NNS interlocutor is at least not less beneficial than the NS counterpart and even better to the high level learners in contrast to the general attitude of the EFL learners, which shed promise for the larger scale future study.
참고문헌 (25)
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